Aesthetic Knowledge Development Essay Sample

Aesthetic Knowledge Development


The development of aesthetic knowledge comprises the essential role in the overall formation of an individual as an intelligent personality able to share his/her views and build up aesthetic understanding tendencies. Therefore, the ways of formation of artistic views, understanding of music, drama or other arts differ in age peculiarities, interests, and personal abilities. Some people find interest in art, classical or modern music by watching or listening to it. Others consider the possibility of learning arts or doing music, attending ballet schools or modern dance studio and the like. The former type of individuals can have inclinations or a certain degree of abilities in arts. The latter ones have talents and realize themselves as future artists.

Early detection of artistic capabilities in children can promote the development of their tastes and talents. The effective formation of aesthetic knowledge comprises the united approach of envisioning and rehearsing of artful skills via narration, movement, and critical evaluation because such a set of methods allows reflecting and applying the psychological and perceptive features of individuals at the different age.

The Concepts of Aesthetics, Art, and Aesthetic Validity

Philosophically, aesthetics belongs to the concepts denoting a person’s understanding the essence of beauty. Another definition of the concept aesthetics demonstrates that it is an individual attitude to the beautiful, the ugly or the comic as applicable to fine arts, establishing the validity of such a view on artworks based on the supporting principles (“Aesthetics,” n.d.). In this aspect, aesthetics comprises a wider conception including the relation to aesthetic validity and arts.

Aesthetic validity from the above definition demonstrates the strength of artistic views and understanding of art that can help an individual prove the rightness of the basic aesthetic conceptions. Such grounding creates aesthetic principles and standards peculiar to different epochs of the art development. For instance, Impressionists’ art differs from that of Renaissance by the ways of using portrait and landscape techniques of depiction and application of the touches of a brush. Musical works by W. A. Mozart are more vigorous compared to that of L. van Beethoven because both composers grew in different countries and families, having had more or less possibilities for developing their talents.

When considering music, buildings or pictures as the works of art, it is necessary to reveal the notion of art itself. The Latin borrowing ars means “craft” and “strength” (“Ars,” n.d.). It comprises the object of perception by the human mind, encompassing different results of work of many artists. In Antiquity, the “craftsmen” or the “artists” could be either athletes or sculptors. Nevertheless, it is necessary to differentiate a human figure as an object of art and the creator of that object, i.e. sculptor as an artist.

It is generally acceptable to distinguish three principal art genres: visual, performing, and literature (Havens, 2014). Visual arts denote painting, lithography, pastels, sculpture, i.e. objects we can observe. The example of performing art is a dramatic work or play. Literary works also have their classification and can include dramatic pieces of reading. That is why the perceptive way of learning the information from literature is a bit different, and it involves more imaginary processes and can develop creative thinking.

The aesthetic knowledge and understanding of art have a profound and extended history of its development. When raising an aesthetic individual, it is essential to encompass the interests and inclinations at the age of 2-3 years when a child starts to paint. The abilities of family members in painting and singing can be a helpful tool for nurses to detect and develop the capabilities of a child in future.

The Analysis and Discussion of the Conceptual Dimensions of “The Art of Nursing” in the Light of Various Definitions and Perspectives

Nursing in the way of formation of the aesthetic perception indicates the meaningful vitality. Teaching the infant to speak well, to form his or her tastes in clothing, music, manners and painting begins in the first days of life. Parents talk to a baby, laugh and a child literally copies the manners of parents in the age younger than 1. Most toddlers begin to speak at the age of 1-2 years, and they also start understanding the speech. Therefore, the art of nursing is the way to bring up the personality and form the aesthetic perception interspersing the understanding of moral categories, creativity, and labor.

Establishing a positive relationship in the formation of a person as a social identity is one of the vital issues and is well-described in the book Spirituality in Nursing. O’Brian (2013) discusses theological aspects as well as underlines the importance of creative approach from a nurse. The creativity of a person who brings up, regardless if it is a nurse taking care of toddlers or a teacher dealing with teenagers or a university professor forming the world look of a student, is necessary on all the stages of the personal, psychological and aesthetic formation.

The author dwells on the aspect that creativity does not require hard work. In chapter 9, she mentions the notion “vocation” (O’Brian, 2013, p. 209), implying that a well-qualified nurse should like his or her work and develop positive thinking. On the one hand, from a theological perspective, a nurse or a mentor, or a teacher is to be sincere and frank in the frames of morality (O’Brian, 2013). On the other hand, religious persuasions can also promote misunderstandings. For example, when a teacher confessing Christianity teaches at a class of the Turkish or the Arabic representatives, he or she is to learn previously about the religions of his or her students and become a universal specimen of a virtuous personality. Such people can share the views of students regardless to the religion as they are merely moral and polite identities. Therefore, aesthetic knowledge is indispensable close to moral upbringing and comprises the systematic link to labor knowledge formation.

Another disputable issue in forming the aesthetic knowledge is paying attention to the temper of an individual. In most cases, psychologists distinguish four types of temper: choleric, sanguine, phlegmatic and melancholic (Goddart, 2013). Though psychologists determine to synthesize the four tempers into two ‘positive’ (sanguine and phlegmatic) and two ‘negative’ (melancholic and choleric) types. Goddart (2013) pays attention to functional asymmetry of the brain. Its hemispheres control different thinking processes, and primary emotions comprise positive and negative personal experiences (pp. 61-62). Fear alongside with anger are negative emotions based on instincts.

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Both fear and anger in different stressful situations are a protective subconscious measurement of human psycho. In the type of temper, like choleric anger, can predominate in the combination with joy. The sanguine type is rather positive with predominant joy. Phlegmatic is neutral with a bit passive and slow perception of a new material (Reeves, 2012). Yet, phlegmatic children can be persistent in learning and often have success in many spheres and high resistance to stresses. Melancholic type is peculiar for prevailing fear and sadness. Such children can be vulnerable to offense, but rather emotional in the perception of the art.

The Processes of Envisioning and Rehearsing Using Narrative

Having considered the psychological aspects of different types of personalities and the types of art, it became possible to find out the ways of forming aesthetic knowledge of an individual. Envisioning and rehearsing constitute the basic way of teaching a child to behave. By envisioning, a tutor impacts upon the imagination of a learner and establishes the goals to achieve, depending on the age and temper. Rehearsing means multiple repetitions of those goals, exercising and practical application of aims and goals delivered by envisioning.

Narrative methods, directed at aesthetic knowledge development, anticipate application of the literature, particularly reading fairy tales for small children and peer choosing the literary works of different epochs according to the interests (Reeves, 2012). The classical works of Renaissance and Realism can be helpful for the formation of idealism understanding of a human being as well as consider realistically upon the norms of morality. When a child intends to read detective stories or horror books by Stephen King, he or she can also learn the biography of the authors (Havens, 2014).

When dwelling on reading as a way of perception, in this case, we have both envisioning as the application of imagination due to the descriptions, and rehearsing because every character in the book has his or her norm of behavior. Such a behavior specimen is the bearer of the understanding of the epoch and also reflects and develops the world look of a reader. Yet, the genre of literary parody remains the top methodology for all the kids and students (Gates, 2014). The more humorous the reading is, the better sense of humor a child can develop. Though, aesthetically, when a person laughs too loud, it can be the sign of impoliteness. In this case, emotional literacy requires acute approach. Using the right language both for hypo- and hyperactive types of temper has a peculiar meaning in the work with teenagers.

Another perspective of narration is a common conversation method. If a child or a student attends either a drama circle or a reading club, things like that can be effective. Communications with schoolmates of the same interests can also promote upbringing aesthetic knowledge. An individual will find it easier to speak on the common topic using the necessary language (Yoder-Wise, 2014; Reeves, 2012). Such methods are preferable for the children with prevailing visual perception (, n.d.) and well-developed imagination (Goddart, 2014; Chin & Kramer, 2014).

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The Envisioning and Rehearsing Using Movement

Movement methodology in the light of envisioning and rephrasing is an effective tool for those preferring to learn via movements, i.e. ‘kinesthets’ (VARK Learn Limited, 2016;, n.d.). Such a psycho type learns everything via perception and has well-developed intuition. Dancing, drama, and sports are the spheres of a perfect self-improvement for such a person. In nursing, such children do not need or sometimes like reprimands. The best way to make a remark is to touch a shoulder gently showing support.

Using more movement exercises for infants and young learners is a standard methodology of schooling. The individual approach, in this aspect, should enroll physical capabilities of a child including the rates of blood pressure, breathing problems, etc. (Chinn & Kramer, 2013; O’Brien, 2013).

The Analysis and Discussion of Narrative and Story for Artistic Quality

The understanding of artistic interpretation belongs to a deeper level of aesthetic knowledge. Such methodology is a complex issue, requiring more individualized approach to coaching, learning, and training. Teachers of art critics usually choose narrative and storytelling ways of conveying the aesthetic ideas. The Chapter 6 of the book Integrated Theory and Knowledge Development in Nursing (Chinn & Kramer, 2013) demonstrates the two critical questions of ‘what’ and ‘how’ (p. 139) concerning of the aim, i.e. aesthetic knowledge, and the ways of its achieving. The former shows envisioning, whereas the latter demonstrates rehearsing.

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A deeper level of understanding the arts anticipates profound knowledge of overall cultural and philosophical development of art as such in the light of different epochs. Certainly, the history is rich in drastic events, inspiring composers, painters, and writers. Still, the necessity to understand modern artists of drama, film-making, design, and the writers requires substantial work as well. In other words, the knower, or the connoisseur in art is the end result of envisioning and rehearsing in teaching art (Yodr-Wise, 2014; Meredith, 2015).

Speaking skills of a narrator, who is actually a mentor or a course lead, bears exceptional importance. The ability to explain any issue both in simple language and operating the specific concepts also demonstrates the specimen of artistic knowledge. The skillful mentor can arrange the time frames exchanging different activities: learning a new material, making creative works in various linguistic, musical or dramatic genre. Although such field has the abundance of literature, no book can help a learner understand what to paint or how to play until he/she learns it by himself/herself.

Examining the Role of Connoisseur-Critic in Developing Aesthetic Knowledge

Taking into account the above-mentioned psychological and perceptive features of an individual, the connoisseur-critic approach for learning arts comprises another method suitable for evaluation of the skills acquired. It can take a form of a role play at lessons or simply as a generalizing class of knowledge systematization (Yoder-Wise, 2014; O’Brien, 2013).

Roundtable is applicable for the dramatic art, painting class, and music. A concert of a musical band and the sounding of melodies demonstrate directly a degree of aesthetic skills in the field and the ability to provoke aesthetic impressions of the viewers, listeners or observers.

The Essential Elements of Aesthetic Criticism

The tree-way components of the strategy offered by Yoder-Wise (2014) prevail in the issues discussed in the book. The general education approach in envisioning sets the goal of upbringing, educating, and development (Goddard, 2013; O’Brien, 2013; Reeves, 2012). The latter component demonstrates the estimation of the acquired skills and shows a degree of personal growth and development in aesthetic knowing.

When synthesizing the notions of leading, managing and following in nursing, the development component is to combine with the following. Establishing an equal relationship with a certain degree of subordination depending on the range of factors can promote cooperative and coordinative ways of positive interaction between a teacher and students. The formation of independent creative thinking is the final stage of formation of aesthetic personality as that equal in thinking and cognition to the tutor.


The overall process of aesthetic knowledge formation represents the distinct system of method and ways which are both creative and universal. Art as an object of learning comprises the category of literary, visual, and performing types.

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Personal psychological inclinations include the four temper types and three ways of perception: visual, auditory, and kinesthetic. Such classifications are convenient in diagnostic tests adapted for different ages and interest groups. Although it is not always possible to detect a student’s capabilities, teachers observe students and let them understand their creative skills.

A critical approach is applicable to evaluation and further determining of the goals to set and meet. Roundtables and role plays comprise the suitable methods universal for different groups and interests.

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